Dependence-deconstruction: widening participation and traditional-entry students transitioning from school to higher education in Ireland

Keane, Elaine

doi:10.1080/13562517.2011.570437

Cited by 34 publications

(20 citation statements)

References 24 publications

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“…Keane, 2012), 'Negotiating the Transition' and 'Figuring Out and Enacting Academic Practice' (cf. Keane, 2011b) and 'Distancing' (Keane, 2011a). These strategies demonstrate the ways in which my access and traditional-entry participants differentially, and sometimes similarly, enacted, through their everyday HE (and outside) lives, their differential socio-economic positioning and their differential levels of privilege and disadvantage.…”

Section: Applying a Constructivist Approach In Practicementioning

confidence: 95%

Considering the practical implementation of constructivist grounded theory in a study of widening participation in Irish higher education

Keane

2014

International Journal of Social Research Methodology

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This paper considers the practical implementation of constructivist grounded theory principles in a study of widening participation in Irish higher education. Following a brief introduction to the research study upon which this paper draws, a rationale is provided for the use of grounded theory and the objectivist-constructivist nexus is examined. Grounded theory was regarded as a valuable methodology to employ in the area of social justice-oriented widening participation research; however, objectivist approaches were found to be problematic. This paper identifies key principles informing a constructivist grounded theory research design and subsequently focuses on what these principles might 'look like', in practice, through an exploration of three key processes I employed in my grounded theory study. These processes provide examples of how researchers might adapt grounded theory methods, in a constructivist fashion, to better align the methodology with social justice-oriented research.

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Section: Applying a Constructivist Approach In Practicementioning

confidence: 95%

Considering the practical implementation of constructivist grounded theory in a study of widening participation in Irish higher education

Keane

2014

International Journal of Social Research Methodology

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“…In their study, the importance of cohesion, coherence and connectedness was clear. In our approach the importance of providing clear information [38] [39] in the form of a hard copy handbook/workbook was clear. This handbook provided week-by-week guidance to students including information and literature to support the lecture sessions but also the small group tutorials; all aiming and allowing novice students to understand the rationale, the process and academic practice.…”

Section: Discussionmentioning

confidence: 99%

The Integration of Subject Specific Skills and Small Group Teaching into Year 1 of Degree Programmes: A <i>Study Skills</i> Programme, a School-Wide Learning and Teaching Initiative

Naughton¹,

Naughton²

2017

JSS

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This paper presents and discusses a student-focussed, small group learning and teaching, and school-wide initiative designed for first year undergraduate students in support of their transition into higher education. The details of the underlying pedagogic strategy, as well as the organisation (small group teaching environment), the content of applied learning and teaching approaches (including assignment and assessment), and the outcomes of the initiative evaluation (including required human resources) based on data collected from five consecutive academic years are presented. This paper aims to serve as an example of a pedagogic approach that facilitates student transition into Higher Education aimed at practitioners, especially those involved in delivery and/or those who are engaged or responsible for undergraduate curricula development. The findings are discussed in terms of implications for curricular changes to support students' engagement at this early stage of their university career.

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“…In this education system many students are 'spoon-fed' information from their teacher based directly on the expected terminal examination topics with little time provided for epistemological development, peer-discussion or constructive learning (Scharle and Szabo, 2000). This is a reoccurring problem in Irish Higher Education Institutes, in particular early year undergraduate students (Keane, 2011). These students have simply not experienced the social constructivism pedagogical paradigm and may be unwilling, or unwanting, to try it.…”

Section: Reflection On Learningmentioning

confidence: 99%

A walk down the red carpet: students as producers of digital video-based knowledge

Ryan¹

2013

IJTEL

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A walk down the red carpet: students as producers of digital video-based knowledge. Biography.Dr. Ryan is an applied biochemist and currently lectures on biotechnological, biochemical, chemical, quality and other ancillary aspects of the food and (bio)pharmaceutical Sciences. His pedagogic research focuses on the integration of novel technology into the teaching and learning environment and the effect of assessment, feedback and blended learning on undergraduate learning.A walk down the red carpet: students as producers of digital video-based knowledge. AbstractDisengaged and apathetic students are common in many undergraduate classrooms. Learning to these students is a passive process, typified by a consumer-like attitude. One approach to engage students, and enhance the learning experience, is to integrate active learning into the curriculum. The purpose of the pedagogical evaluative study described here was to investigate if student researched, designed and created digital video could act as a viable reusable peer learning resource. Although the use and integration of technology was central to the scope of this project, other ideas such as threshold concepts, the requirement for both active and authentic social constructivist learning, and student empowerment are pivotal to the rationalisation of this research. Overall, students appreciated an alternative method of learning; however, they were more reserved about their perceived learning and the usefulness of the peer generated videos as learning resources. This pedagogical evaluative study suggests that practitioners can introduce student produced digital media as an alternative student centred learning approach whilst simultaneously developing student soft skills.

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Dependence-deconstruction: widening participation and traditional-entry students transitioning from school to higher education in Ireland

Cited by 34 publications

References 24 publications

Considering the practical implementation of constructivist grounded theory in a study of widening participation in Irish higher education

Considering the practical implementation of constructivist grounded theory in a study of widening participation in Irish higher education

The Integration of Subject Specific Skills and Small Group Teaching into Year 1 of Degree Programmes: A <i>Study Skills</i> Programme, a School-Wide Learning and Teaching Initiative

A walk down the red carpet: students as producers of digital video-based knowledge

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Dependence-deconstruction: widening participation and traditional-entry students transitioning from school to higher education in Ireland

Cited by 34 publications

References 24 publications

Considering the practical implementation of constructivist grounded theory in a study of widening participation in Irish higher education

Considering the practical implementation of constructivist grounded theory in a study of widening participation in Irish higher education

The Integration of Subject Specific Skills and Small Group Teaching into Year 1 of Degree Programmes: A &lt;i&gt;Study Skills&lt;/i&gt; Programme, a School-Wide Learning and Teaching Initiative

A walk down the red carpet: students as producers of digital video-based knowledge

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Product

Resources

About

The Integration of Subject Specific Skills and Small Group Teaching into Year 1 of Degree Programmes: A <i>Study Skills</i> Programme, a School-Wide Learning and Teaching Initiative